*Standards and benchmarks reflect the knowledge and skills that a child on a developmental trajectory (progression) should know

and be able to do at the end of the

age-related timeframe.

Form OEL-VPK 15 (October 2017) Draft

 HOW TO USE THE STANDARDS FOR CHILDREN 4 YEARS OLD TO KINDERGARTEN
The domains, or areas of development, are a useful way to look at the developmental progression of related skills and abilities
of children. They are identified with a capital Roman numeral (e.g., I, II, III). Each domain is further divided into components,
sub-components (where applicable), standards, and where appropriate, benchmarks. Components are the organizing
concepts of each domain and represent the major topics to be addressed during each age range. They are identified in the
color of the domain with a capital letter (e.g., A, B, C). Standards are expectations of what children should know and be able to
do by the end of each age range; they are identified by a numeral (e.g., 1, 2, 3). A description of each standard is also provided.
Benchmarks are more precise than standards and are set to reflect the level of skill and knowledge that should be
demonstrated by a child at the end of the experience for each age range (e.g., a, b, c). The purpose of these benchmarks is to
establish goals for children that maximize their chances for success. Examples provided to clarify standards and benchmarks
do not represent an inclusive list of all possible examples.

Standards and benchmarks reflect the knowledge and skills that a child on a developmental trajectory (progression) should know
and be able to do at the end of the age-related timeframe. Standards and benchmarks can assist teachers in planning instruction
and discussing expectations and growth with a child’s family.

The Standards for 4 Years Old to Kindergarten are grouped around eight domains of early learning and development:
I. Physical Development
II. Approaches to Learning
III. Social and Emotional Development
IV. Language and Literacy
V. Mathematical Thinking
VI. Scientific Inquiry
VII. Social Studies
VIII. Creative Expression Through the Arts

*Standards and benchmarks reflect the knowledge and skills that a child on a developmental trajectory (progression) should know and be able to do at the end of the
age-related timeframe.

Form OEL-VPK 15 (October 2017)

Rule 6M-8.602, F.A.C. 1
 I. PHYSICAL DEVELOPMENT DOMAIN *
A. HEALTH AND WELLBEING
a. Active Physical Play
1. Engages in physical activities with increasing balance, coordination, endurance and intensity
Benchmark a: Seeks to engage in physical activities or active play routinely with increased intensity and duration
b. Safety
1. Shows awareness of safety and increasingly demonstrates knowledge of safe choices and risk assessment when participating in daily activities
Benchmark a: Consistently follows basic safety rules independently across different situations
Benchmark b: Identifies consequences of not following safety rules
c. Personal Care Routines
1. Responds to and initiates care routines that support personal hygiene
Benchmark a: Initiates and completes familiar hygiene routines independently
d. Feeding and Nutrition
1. Responds to feeding or feeds self with increasing efficiency and demonstrates increasing interest in eating habits and making food choices
Benchmark a: Assists adults in preparing simple foods to serve to self or others
Benchmark b: Recognizes nutritious food choices and healthy eating habits
B. MOTOR DEVELOPMENT
a. Gross Motor Development
1. Demonstrates use of large muscles for movement, position, strength and coordination
Benchmark a: Balances, such as on one leg or on a beam, for longer periods of time both when standing still and when moving from one position to
another
Benchmark b: Demonstrates more coordinated movement when engaging in skills, such as jumping for height and distance, hopping and running
Benchmark c: Engages in more complex movements (e.g., riding a tricycle with ease)
Benchmark d: Engages in physical activities of increasing levels of intensity for sustained periods of time
2. Demonstrates use of large muscles to move in the environment
Benchmark a: Combines and coordinates more than two motor movements (e.g., moves a wheelchair through an obstacle course)
b. Gross Motor Perception (Sensorimotor)
1. Uses perceptual information to guide motions and interactions with objects and other people
Benchmark a: Acts and moves with purpose and independently recognizes differences in direction, distance and location
Benchmark b: Demonstrates spatial awareness through play activities

*Standards and benchmarks reflect the knowledge and skills that a child on a developmental trajectory (progression) should know and be able to do at the end of the
age-related timeframe.

Form OEL-VPK 15 (October 2017)

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 c. Fine Motor Development
1. Demonstrates increasing precision, strength, coordination and efficiency when using hand muscles for play and functional tasks
Benchmark a: Shows hand control using various drawing and art tools with increasing coordination
2. Increasingly coordinates hand and eye movements to perform a variety of actions with increasing precision
Benchmark a: Easily coordinates hand and eye movements to carry out tasks (e.g., working on puzzles or stringing beads together)
Benchmark b: Uses developmentally appropriate grasp to hold and manipulate tools for writing, drawing and painting
Benchmark c: Uses coordinated movements to complete complex tasks (e.g., cuts along a line, pours or buttons, buckles/unbuckles, zips, snaps, laces
shoes, fastens tabs)

II. APPROACHES TO LEARNING DOMAIN *

A. EAGERNESS AND CURIOSITY
1. Shows increased curiosity and is eager to learn new things and have new experiences
B. PERSISTENCE
1. Attends to tasks for a brief period of time
C. CREATIVITY AND INVENTIVENESS
1. Approaches daily activities with creativity and inventiveness
D. PLANNING AND REFLECTION
1. Demonstrates some planning and learning from experiences

III. SOCIAL AND EMOTIONAL DEVELOPMENT DOMAIN *

A. EMOTIONAL FUNCTIONING
1. Expresses, identifies and responds to a range of emotions
Benchmark a: Recognizes the emotions of peers and responds with empathy and compassion
2. Demonstrates appropriate affect (emotional response) between behavior and facial expression
Benchmark a: Demonstrates cognitive empathy (recognizing or inferring other’s mental states) and the use of words, gestures and facial expressions to
respond appropriately
B. MANAGING EMOTIONS
1. Demonstrates ability to self-regulate
Benchmark a: Recognizes and names own emotions and manages and exhibits behavioral control with or without adult support

*Standards and benchmarks reflect the knowledge and skills that a child on a developmental trajectory (progression) should know and be able to do at the end of the
age-related timeframe.

Form OEL-VPK 15 (October 2017)

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 2. Attends to sights, sounds, objects, people and activities
Benchmark a: Increases attention to preferred activities and begins to attend to non-preferred activities
C. BUILDING AND MAINTAINING RELATIONSHIPS WITH ADULTS AND PEERS
1. Develops positive relationships with adults
Benchmark a: Shows enjoyment in interactions with trusted adults while also demonstrating skill in separating from these adults
2. Develops positive relationships with peers
Benchmark a: Plays with peers in a coordinated manner including assigning roles, materials and actions
Benchmark b: Maintains friendships and is able to engage in prosocial behavior such as cooperating, compromising and turn-taking
Benchmark c: Responds appropriately to bullying behavior
3. Develops increasing ability to engage in social problem solving
Benchmark a: Able to independently engage in simple social problem solving including offering potential solutions and reflecting on the appropriateness of
the solution
4. Exhibits empathy by demonstrating care and concern for others
Benchmark a: Able to take the perspective of others and actively respond in a manner that is consistent and supportive
D. SENSE OF IDENTITY AND BELONGING
1. Develops sense of identity and belonging through play
Benchmark a: Engages in associative play and begins to play cooperatively with friends
2. Develops sense of identity and belonging through exploration and persistence
Benchmark a: Persists at individual planned experiences, caregiver-directed experiences and planned group activities
3. Develops sense of identity and belonging through routines, rituals and interactions
Benchmark a: Demonstrates willingness to be flexible if routines must change
4. Develops sense of self-awareness and independence
Benchmark a: Uses words to communicate personal characteristics, preferences, thoughts and feelings
Benchmark b: Recognizes preferences of others
Benchmark c: Uses words to demonstrate knowledge of personal information (e.g., hair color, age, gender or size)
Benchmark d: Identifies self as a unique member of a group (e.g., class, school, family or larger community)

*Standards and benchmarks reflect the knowledge and skills that a child on a developmental trajectory (progression) should know and be able to do at the end of the
age-related timeframe.

Form OEL-VPK 15 (October 2017)

Rule 6M-8.602, F.A.C. 4
 IV. LANGUAGE AND LITERACY DOMAIN *
A. LISTENING AND UNDERSTANDING
1. Demonstrates understanding when listening
Benchmark a: Engages in multiple back-and-forth communicative interactions with adults (e.g., teacher-shared information, read-aloud books) and peers
to set goals, follow rules, solve problems and share what is learned with others)
Benchmark b: Shows understanding by asking and answering factual, predictive and inferential questions, adding comments relevant to the topic, and
reacting appropriately to what is said
2. Increases knowledge through listening
Benchmark a: Identifies the main idea, some details of a conversation, story or informational text and can explicitly connect what is being learned to own
existing knowledge
Benchmark b: Demonstrates increased ability to focus and sustain attention, set goals and solve dilemmas presented in conversation, story, informational
text or creative play
3. Follows Directions
Benchmark a: Achieves mastery of two-step directions and usually follows three-step directions
B. SPEAKING
1. Speaks and is understood when speaking
Benchmark a: Speaks and is understood by both a familiar and an unfamiliar adult but may make some pronunciation errors
C. VOCABULARY
1. Shows an understanding of words and their meanings (receptive)
Benchmark a: Demonstrates understanding of age-appropriate vocabulary across many topic areas and demonstrates a wide variety of words and their
meanings within each area (e.g., world knowledge, names of body parts and feelings)
Benchmark b: Demonstrates understanding of functional and organizational language (e.g., same and different, in front of and behind, next to, opposite,
below) in multiple environments
Benchmark c: Understands or knows the meaning of many thousands of words including subject area words (e.g., science, social studies, math and
literacy), many more than he or she routinely uses (receptive language)
2. Uses increased vocabulary to describe objects, actions and events (expressive)
Benchmark a: Uses a large speaking vocabulary, adding new words weekly (e.g., repeats words and uses them appropriately in context) (typically has a
vocabulary of more than 1,500 words)
Benchmark b: Uses a variety of word-meaning relationships (e.g., part-whole, object-function, object-location)
Benchmark c: Identifies unfamiliar words asking for clarification
Benchmark d: Uses words in multiple contexts, with the understanding that some words have multiple meanings

*Standards and benchmarks reflect the knowledge and skills that a child on a developmental trajectory (progression) should know and be able to do at the end of the
age-related timeframe.

Form OEL-VPK 15 (October 2017)

Rule 6M-8.602, F.A.C. 5
 D. SENTENCES AND STRUCTURE
1. Uses age-appropriate grammar in conversations and increasingly complex phrases and sentences
Benchmark a: Typically uses complete sentences of five or more words, usually with subject, verb and object order
Benchmark b: Uses regular and irregular plurals, regular past tense, personal and possessive pronouns and subject-verb agreement
2. Connects words, phrases and sentences to build ideas
Benchmark a: Uses sentences with more than one phrase
Benchmark b: Combines more than one idea using complex sentences (e.g., sequences and cause/effect relationships)
Benchmark c: Combines sentences that give lots of detail, stick to the topic and clearly communicate intended meaning
E. CONVERSATION
1. Uses verbal and nonverbal communication and language to express needs and feelings, share experiences and resolve problems
Benchmark a: Engages in conversations with two to three back-and-forth turns using language, gestures and expressions (e.g., words related to social
conventions like “please” and “thank you”)
2. Asks questions, and responds to adults and peers in a variety of settings
Benchmark a: Asks and responds to more complex statements and questions, follows another’s conversational lead, maintains multi-turn conversations,
appropriately introduces new content and appropriately initiates or ends conversations
3. Demonstrates understanding of the social conventions of communication and language use
Benchmark a: Demonstrates increased awareness of nonverbal conversational rules
Benchmark b: Demonstrates knowledge of verbal conversational rules (e.g., appropriately takes turns, does not interrupt, uses appropriate verbal
expressions and uses appropriate intonation)
Benchmark c: Matches language to social and academic contexts (e.g., uses volume appropriate to context)
F. EMERGENT READING
1. Shows motivation for and appreciation of reading
Benchmark a: Selects books for reading enjoyment and reading related activities including pretending to read to self or others
Benchmark b: Makes real-world connections between stories and real-life experiences
Benchmark c: Interacts appropriately with books and other materials in a print-rich environment
Benchmark d: Asks to be read to, asks the meaning of written text or compares books/stories
Benchmark e: Initiates and participates in conversations that demonstrate appreciation of printed materials
2. Shows age-appropriate phonological awareness
Benchmark a: Distinguishes individual words within spoken phrases or sentences
Benchmark b: Combines words to make a compound word (e.g., “foot” + “ball” = “football”)
Benchmark c: Deletes a word from a compound word (e.g., “starfish” – “star” = “fish”)

*Standards and benchmarks reflect the knowledge and skills that a child on a developmental trajectory (progression) should know and be able to do at the end of the
age-related timeframe.

Form OEL-VPK 15 (October 2017)

Rule 6M-8.602, F.A.C. 6
 Benchmark d: Combines syllables into words (e.g., “sis” + “ter” = “sister”)
Benchmark e: Deletes a syllable from a word (e.g., “trumpet” – “trum” = “pet” or “candy” – “dy” = “can”)
Benchmark f: Combines onset and rime to form a familiar one-syllable word with and without pictorial support (e.g., when shown several pictures and
adult says “/c/” + “at,” child can select the picture of the cat)
3. Shows alphabetic and print knowledge
Benchmark a: Recognizes that print conveys meaning
Benchmark b: Recognizes almost all letters when named (e.g., when shown a group of letters, can accurately identify, verbally or nonverbally, the letter
that is named)
Benchmark c: Names most letters (e.g., when shown an uppercase or lowercase letter, can accurately say its name)
Benchmark d: Recognizes some letter sounds (e.g., when shown a group of letters, can accurately identify, verbally or nonverbally, the letter of the sound
given)
4. Demonstrates comprehension of books read aloud
Benchmark a: Retells or reenacts story with increasing accuracy and complexity after it is read aloud
Benchmark b: Asks and answers appropriate questions about the story (e.g., “What just happened?” “What might happen next?” “What would happen
if…?” “What was so silly about…?”“How would you feel if you…?”)
G. EMERGENT WRITING
1. Begins to show motivation to engage in written expression and appropriate knowledge of forms and functions of written composition
Benchmark a: Intentionally uses scribbles/writing to convey meaning (e.g., signing artwork, captioning, labeling, creating lists, making notes)
Benchmark b: Uses letter-like shapes or letters to write words or parts of words
Benchmark c: Writes own name (e.g., first name, last name or nickname), not necessarily with full correct spelling or well-formed letters

*Standards and benchmarks reflect the knowledge and skills that a child on a developmental trajectory (progression) should know and be able to do at the end of the
age-related timeframe.

Form OEL-VPK 15 (October 2017)

Rule 6M-8.602, F.A.C. 7
 V. MATHEMATICAL THINKING DOMAIN *
A. NUMBER SENSE
1. Subitizes (immediately recognizes without counting) up to five objects
2. Counts and identifies the number sequence "1 to 31"
3. Demonstrates one-to-one correspondence when counting objects placed in a row (one to 15 and beyond)
4. Identifies the last number spoken tells ”how many” up to 10 (cardinality)
5. Constructs and counts sets of objects (one to 10 and beyond)
6. Uses counting and matching strategies to find which is more, less than or equal to 10
7. Reads and writes some numerals one to 10 using appropriate activities
B. NUMBER AND OPERATIONS
1. Explores quantities up to eight using objects, fingers and dramatic play to solve real-world joining and separating problems
2. Begins to demonstrate how to compose and decompose (build and take apart) sets up to eight using objects, fingers and acting out
C. PATTERNS
1. Identifies and extends a simple AB repeating pattern
2. Duplicates a simple AB pattern using different objects
3. Recognizes the unit of repeat of a more complex pattern and extends the pattern (e.g., ABB or ABC)
D. GEOMETRY
1. Recognizes and names two-dimensional shapes (circle, square, triangle and rectangle) of different size and orientation
2. Describes, sorts and classifies two- and three-dimensional shapes using some attributes such as size, sides and other properties (e.g., vertices)
3. Creates two-dimensional shapes using other shapes (e.g., putting two squares together to make a rectangle)
4. Constructs with three-dimensional shapes in the environment through play (e.g., building castles in the construction area)
E. SPATIAL RELATIONS
1. Describes relationships between objects and locations with words and gestures by constructing models to demonstrate an understanding of proximity
(beside, next to, between, below, over and under)
2. Uses directions to move through space and find places in space
F. MEASUREMENT AND DATA
1. Measures object attributes using a variety of standard and nonstandard tools
2. Identifies measurable attributes such as length and weight and solves problems by making direct comparisons of objects
3. Seriates (places objects in sequence) up to six objects in order by height or length (e.g., cube towers or unit blocks)
4. Represents, analyzes and discusses data (e.g., charts, graphs and tallies)
5. Begins to predict the results of data collection

*Standards and benchmarks reflect the knowledge and skills that a child on a developmental trajectory (progression) should know and be able to do at the end of the
age-related timeframe.

Form OEL-VPK 15 (October 2017)

Rule 6M-8.602, F.A.C. 8
 VI. SCIENTIFIC INQUIRY DOMAIN*
A. SCIENTIFIC INQUIRY THROUGH EXPLORATION AND DISCOVERY
1. Uses senses to explore and understand their social and physical environment
Benchmark a: Identifies each of the five senses and the relationship to each of the sense organs
Benchmark b: Begins to identify and make observations about what can be learned about the world using each of the five senses
Benchmark c: Begins to understand that individuals may experience sensory events differently from each other (e.g., may like sound of loud noises or
feel of fuzzy fabric)
2. Uses tools in scientific inquiry
Benchmark a: Uses tools and various technologies to support exploration and inquiry (e.g., digital cameras, scales)
3. Uses understanding of causal relationships to act on social and physical environments
Benchmark a: Makes predictions and tests their predictions through experimentation and investigation
Benchmark b: Collects and records data through drawing, writing, dictation and taking photographs (e.g., using tables, charts, drawings, tallies and graphs)
Benchmark c: Begins to form conclusions and construct explanations (e.g., What do the results mean?)
Benchmark d: Shares findings and outcomes of experiments
B. LIFE SCIENCE
1. Demonstrates knowledge related to living things and their environments
Benchmark a: Identifies characteristics of a variety of plants and animals including physical attributes and behaviors (e.g., camouflage, body covering, eye
color, other adaptations and types of trees and where they grow)
Benchmark b: Notices the similarities and differences among various living things
Benchmark c: Understands that all living things grow, change and go through life cycles
Benchmark d: Begins to distinguish between living and non-living things
Benchmark e: Observes that living things differ with regard to their needs and habitats
C. PHYSICAL SCIENCE
1. Demonstrates knowledge related to physical science
Benchmark a: Discusses what makes objects move the way they do and how the movement can be controlled
Benchmark b: Makes predictions about how to change the speed of an object, tests predictions through experiments and describes what happens
Benchmark c: Distinguishes between the properties of an object and the properties of which the material is made (e.g., water and ice)
Benchmark d: Investigates and describes changing states of matter — liquid, solid and gas
Benchmark e: Explores the relationship of objects to light (e.g., light and shadows)

*Standards and benchmarks reflect the knowledge and skills that a child on a developmental trajectory (progression) should know and be able to do at the end of the
age-related timeframe.

Form OEL-VPK 15 (October 2017)

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 D. EARTH AND SPACE SCIENCE
1. Demonstrates knowledge related to the dynamic properties of earth and sky
Benchmark a: Describes properties of water including changes in the states of water — liquid, solid and gas (e.g., buoyancy, movement, displacement and
flow)
Benchmark b: Discovers, explores, sorts, compares and contrasts objects that are naturally found in the environment including rocks, soil, sand and mud
and recognizes relationships among the objects (e.g., nature walks with hand lenses, collection bag) (e.g., rocks, twigs, leaves and sea shells)
Benchmark c: Begins to explore and discuss simple observations of characteristics and movements of the clouds, sun, moon and stars
Benchmark d: Compares the daytime and nighttime cycle
Benchmark e: Uses appropriate vocabulary to discuss climate and changes in the weather and the impact on their daily lives (e.g., types of clothing for
different environments)
E. ENVIRONMENT
1. Demonstrates awareness of relationship to people, objects and living/non-living things in their environment
Benchmark a: Demonstrates how people use objects and natural resources in the environment
Benchmark b: Participates in daily routines demonstrating basic conservation strategies (e.g., conserving water when washing hands or brushing teeth)
Benchmark c: Identifies examples of organized efforts to protect the environment (e.g., recycle materials in the classroom)
F. ENGINEERING AND TECHNOLOGY
1. Shows interest and understanding of how simple tools and machines assist with solving problems or creating objects and structures
Benchmark a: Identifies problems and tries to solve them by designing or using tools (e.g., makes a simple tent with a chair and cloth for protection from
the sun)
Benchmark b: Explains why a simple machine is appropriate for a particular task (e.g., moving something heavy, moving water from one location to another)
Benchmark c: Uses appropriate tools and materials with greater flexibility to create or solve problems
Benchmark d: Invents and constructs simple objects or more complex structures and investigates concepts of motion and stability of structures (e.g.,
ramps, pathways, structure, Legos, block building and play)

*Standards and benchmarks reflect the knowledge and skills that a child on a developmental trajectory (progression) should know and be able to do at the end of the
age-related timeframe.

Form OEL-VPK 15 (October 2017)

Rule 6M-8.602, F.A.C. 10
 VII. SOCIAL STUDIES DOMAIN *
A. CULTURE
1. Identifies self as a member of a culture
2. Understands everyone belongs to a culture
3. Explores culture of peers and families in the classroom and community
4. Explores cultural attributes by comparing and contrasting different characteristics (e.g., language, literature, music, arts, artifacts, foods, architecture
and celebrations)
B. INDIVIDUAL DEVELOPMENT AND IDENTITY
1. Identifies characteristics of self as an individual
2. Identifies the ways self is similar to and different from peers and others
3. Recognizes individual responsibility as a member of a group (e.g., classroom or family)
C. INDIVIDUALS AND GROUPS
1. Identifies differences and similarities of self and others as part of a group
2. Explains the role of groups within a community
3. Demonstrates awareness of group rules (e.g., family, classroom, school or community)
4. Exhibits leadership skills and roles (e.g., line leader and door holder)
D. SPACES, PLACES AND ENVIRONMENTS
1. Identifies the relationship of personal space to surroundings
2. Identifies differences and similarities between own environment and other locations
3. Identifies differences and similarities of basic physical characteristics (e.g., landmarks or land features)
4. Uses spatial words (e.g., far/close, over/under and up/down)
5. Recognizes some geographic tools and resources (e.g., maps, globes or GPS)
6. Begins to identify the relationship between human decisions and the impact on the environment (e.g., recycling and water conservation)
E. TIME, CONTINUITY AND CHANGE
1. Identifies changes within a sequence of events to establish a sense of order and time
2. Observes and recognizes changes that take place over time in the immediate environment
F. GOVERNANCE, CIVIC IDEALS AND PRACTICES
1. Recognizes and follows rules and expectations in varying settings
2. Participates in problem solving and decision making
3. Begins to explore basic principles of democracy (e.g., deciding rules in a classroom, respecting opinions of others, voting on classroom activities or civic
responsibilities)

*Standards and benchmarks reflect the knowledge and skills that a child on a developmental trajectory (progression) should know and be able to do at the end of the
age-related timeframe.

Form OEL-VPK 15 (October 2017)

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 G. ECONOMICS AND RESOURCES
1. Recognizes the difference between wants and needs
2. Begins to recognize that people work to earn money to buy things they need or want
H. TECHNOLOGY AND OUR WORLD
1. Uses and shows awareness of technology and its impact on how people live (e.g., computers, tablets, mobile devices, cameras or music players)

VIII. CREATIVE EXPRESSION THROUGH THE ARTS DOMAIN*

A. SENSORY ART EXPERIENCE
1. Combines with intention a variety of open-ended, process-oriented and diverse art materials
B. MUSIC
1. Actively participates in a variety of individual and group musical activities
2. Expresses and represents thought, observations, imagination, feelings, experiences and knowledge in individual and group music activities
C. CREATIVE MOVEMENT
1. Continues to engage in individual and group movement activities to express and represent thoughts, observations, imagination, feelings,
experiences and knowledge
D. IMAGINATIVE AND CREATIVE PLAY
1. Expresses and represents thoughts, observations, imagination, feelings, experiences, and knowledge, verbally and non-verbally, with others using a
variety of objects in own environment
E. APPRECIATION OF THE ARTS
1. Uses appropriate art vocabulary to describe own art creations and those of others
2. Compares own art to similar art forms
3. Begins to recognize that instruments and art forms represent cultural perspectives of the home and the community, now and in the past

*Standards and benchmarks reflect the knowledge and skills that a child on a developmental trajectory (progression) should know and be able to do at the end of the
age-related timeframe.

Form OEL-VPK 15 (October 2017)

Rule 6M-8.602, F.A.C. 12